Educação ambiental: um caso de problematização sobre resíduos sólidos nas escolas dos anos finais do ensino fundamental, no município de Barracão, Paraná

Abstract

The present work shows a research process building in partnership with the students and teachers of the school, that one I belonged by one year. Together we study the environmental education and we wondered about what is belonging to environmental education. I write here what I had observed in my science classroom, in the countryside and city schools, in relation with the belonging of the students to the environment. The process of learning and teaching of this research involved too the ludic activities and practices that was realized during one year in the classroom with the sixth year of elementary school, were together, we work the contents air, water and soil, associated the environmental questions, always with the intent of wake in the students the interest and the dialogic capacity about the subjects. We used the the Education through Research of Galiazzi and about the teachings of Paulo Freire, beyond diversity of researchers in environmental education like Reigota and Carvalho, where all of us learn with the authors that we are part of the environmental and it is in all the parts of the word, until in our classrooms. The participating schools were: Field State School of Santa Emília and State School of Dr. Mário de Andrade, both localized in the city Barracão – PR. We observed in this classes differentiated views, these process was possible because of the Discursive Textual Analysis (DTA) and all the practical activities, like: composting build in the countryside school, water treatment, screening (waste of our classroom), construction of a filter, observation of soil in electronic magnifying glass, between others activities, like the production of woks to expose and all the process of research, writing and talking. Already in the city school, we can mention to the visit in Federal University of Fronteira Sul (UFFS), place that the students participated of a lot of experiences that provided observed the composting process, , screening (waste of our classroom), water treatment, metal recycling and other activities involving dialogical process. In the school, we builded a filter, realized the process of analysis of soil in electronic magnifying glass, involving for all the time the exchange of experiences and the curricular contents, where we can say, the process of the teaching-learning was modulated by the group. Besides the students, the teachers were invited to participate of the process, where we had the opportunity of realized activities that integrate the School and the University, because we had the support and participle for realizing the teaching activities about the questions of environmental education, with emphasis on solid waste, the main of our process of research. For the end, one primer was built and distributed in the next year on the participle school for the process of research be maintained. In addition, the teacher that here writes, continued her activities with the field school, now in the seventh year and with the new students that receives.